Presenter cues, worked examples, and answer keys for the case slides and discussion prompts · Module 2.
Presenter-side material. Not part of the learner module body and not counted toward contact hours. Model answers are teaching examples. Adapt to your state practice act, payer rules, and district policy.
Module 2
The Five-Level Visual Performance Framework
~35 min · 15 slides (longest module by design)
Presenter cues
Say out loud that this module is intentionally the longest — everything after it hangs on the ladder.
Teach the ladder bottom-up once, then immediately demonstrate reading it top-down from a referral question.
For each level slide, ask the room for one student they have right now who fits that description before you advance.
On the "two rules" slide, land the phrase: bottom-up to stabilize, top-down for meaning.
The VML resource slide is the "Monday morning" payoff — name specific library items rather than the category.
Examples to read aloud
L1 signal: moves paper to catch window light, complains about glossy worksheets.
L2 signal: accurate for four minutes, then rate collapses and finger-tracking appears.
L3 signal: cannot find the correct answer in a dense field, but copies accurately once it is isolated.
L4 signal: knows what the letter should look like, cannot produce it at speed on ruled paper.
L5 signal: everything looks intact in the therapy room and falls apart in the classroom.
Watch-outs
Participants collapse Level 3 (processing) and Level 4 (visual-motor). Separate them with the pencil test: if you remove the motor output and performance is fine, the breakdown is at 4, not 3.
Participants treat a level as a diagnosis. It is a location for intervention, nothing more.